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Context: Entry-level athletic trainers (ATs) often lack tools necessary to help build confidence and professional networks, especially if they are the only clinicians in their facility. One-way athletic training education can help is to encourage preceptors to assist in mentoring athletic training students (ATSs) as they navigate the shift from student to AT. Objective: To describe 1 educational technique developed by a preceptor that showcases effective mentoring, networking, volunteer opportunities, and communication. Background: Mentorship is important for all entry-level ATs. By providing opportunities before graduation and assisting ATSs in learning how to network and communicate with potential mentors, future ATs can then continue the mentoring pipeline as they accept preceptor positions. Description: This activity was developed by a preceptor while the ATS was in her immersive setting. It provided the ATS an opportunity to develop networking skills while still having support from the preceptor as mentor and while also growing the number of colleagues in her network. By providing a self-discovery activity, the ATS learned how to effectively maneuver through a large conference while gaining confidence, contacts, and a better understanding of the profession. Clinical Advantage(s): The preceptor developed a mentoring relationship with the ATS while also giving her the opportunity to build connections and identify characteristics that she would like to have in future mentors. Conclusion(s): Networking is often a difficult skill for new professionals. By creating this scavenger hunt, the preceptor demonstrated effective mentoring in addition to pushing the ATS outside of her comfort zone to develop her own professional network and observe how professionals can give back to their association.

Early professional (EP) athletic trainers (ATs) may encounter adjustments and develop individual identities to master a new role, which can be difficult while transitioning from student to autonomous professional. Previous literature lacks content about the transition to practice of credentialed ATs who identify as Black, Indigenous, or people of color (BIPOC). To identify challenges during the professional education and transition to practice of EP ATs identifying as BIPOC. Qualitative study. Virtual interviews. Fifteen recently credentialed ATs (13 women, 2 men; age = 26.73 ± 1.41 years, experience = 13.80 ± 4.03 months) who self-identified as BIPOC. We used an interview guide, validated by peer (n = 1) and expert (n = 3) review, to structure the data collection sessions. Data saturation guided recruitment, and we achieved theoretical redundancy after the final interview. We analyzed the data with a phenomenological approach and used multianalyst triangulation (n = 2) and peer review (n = 2) as credibility strategies. All participants mentioned being victims of microaggressions because of their race during either their professional preparation, work environment, or both. Those who chose to report the incidents felt a lack of support from work supervisors, faculty, peers, and preceptors. Participants noted a preference for racially concordant mentoring to facilitate talking to a person who could better understand BIPOC EPs' experiences. Respondents also relied on outside support from friends and family as coping mechanisms. Finally, participants experienced perceived incompetency from supervisors due to their limited work experience as EPs and felt their professional preparation was stunted by the COVID-19 pandemic. Participants perceived that their transition to practice was stressful due to the microaggressions encountered, a lack of support, and a lack of racially concordant mentoring. Diversity, equity, and inclusion training should be incorporated into athletic training education and workspaces to assist in providing more welcoming environments for BIPOC EP ATs and students. [ABSTRACT FROM AUTHOR]

Professionalism has been discussed and defined in a variety of ways, including attire and other forms of self-expression. To determine athletic trainer (AT), physical therapist (PT), and athletic training or PT students' perceptions of appearance-based professionalism in the workplace and, secondly, to ascertain how perceptions differed across professions. Cross-sectional study. Web-based survey. Athletic trainers, PTs, and athletic training and PT students who were predominantly White, non-Hispanic, female, aged 30 ± 9 years, and recruited via listservs and social media. The independent variables were participant demographics. The dependent variables were self-reported perceptions of professionalism for each photo. The survey consisted of 3 sections: demographics, 8 photos of ATs or PTs with depictions of patient-provider interactions, and open-ended responses. For each photo, participants selected yes, no, or unsure regarding the photo. An open-ended response was prompted with a no or unsure selection. The participant further described the reason for that choice. Most participants determined the health care provider depicted in 7 photos appeared professional. Only 1 photo was deemed unprofessional by the professional majority. Significant differences existed between students and professionals for 5 photos. The proportion of participants who reported the photos were unprofessional differed among professions for 2 photos. From our qualitative analysis, we found 6 domains: (1) unprofessional attire and hair, (2) situation-dependent attire, (3) role confusion and health care employer or employee identification, (4) nonappearance related, (5) tattoo-related bias, and (6) rethinking after question is displayed. What is considered appropriate and professional is not concrete. Differing concepts of professionalism generated biased judgments and criticisms. Our findings should lead providers to reexamine the definition of professionalism. The past should not dictate the future, and today's social mores can help shape the definition as it should be considered in today's settings. [ABSTRACT FROM AUTHOR]

Recently, with discriminatory legislation efforts and changing participation policies in organized sports, media attention surrounding transgender and gender-diverse (TGD) individuals has increased. These changes and the historical lack of competence and education regarding the transgender patient population have resulted in subpar patient care and a misunderstanding of the athletic trainer's (AT's) role within the health care and compliance systems. This literature review is the second part of a 2-paper series, and our objective was to educate ATs on the processes relevant to medical affirmation, including compliance considerations regarding medical eligibility, and to establish the AT's role. The gender affirmation framework includes social and legal components, which are discussed in part 1 of this literature, and the medical component is thoroughly discussed in part 2. All health care providers involved in the care of TGD individuals should work collaboratively on an interprofessional care team and have a general knowledge of the gender-affirmation process, including gender-affirming hormone therapy, surgical options, known risks and complications, and the general health needs of TGD patients. With this knowledge, ATs, as point-of-care providers and members of the interprofessional care team, are uniquely positioned to help reduce health and health care disparities. Furthermore, ATs can use their knowledge to facilitate medical compliance and eligibility in the evolving policies of sporting organizations. [ABSTRACT FROM AUTHOR]

Transgender and gender-diverse (TGD) patients experience discrimination, harassment, marginalization, and minority stress at greater rates than their cisgender counterparts, leading to numerous health and health care disparities that negatively affect well-being and access to quality health care.1 Despite being in an opportune position to improve health equity for TGD patients under their care, many athletic trainers (ATs) report having little to no formal education on TGD patient care, leading to a reduction in self-reported competence. As such, to fill this knowledge gap, the purposes of the first part of this 2-part narrative literature review are to (1) provide readers with foundational information and terminology, (2) explore relevant health and health care disparities, and (3) identify the role of the AT within an interprofessional care team treating TGD patients. [ABSTRACT FROM AUTHOR]

Context: Sexual harassment is a growing concern in higher education. Athletic training students should feel safe in their programs, whether in the didactic or clinical setting. Though the Commission on Accreditation of Athletic Training Education creates standards to keep the students safe, there are none regarding sexual harassment training for athletic training students. Objective: To determine the rate of sexual harassment training in athletic training students, with a secondary purpose of determining, if indeed sexual harassment training occurs, whether it is associated with the college or university or is offered through an outside entity. Design: Survey. Setting: Online. Patients or Other Participants: Eight hundred eighty-five athletic training students (613 females, 272 males). Main Outcome Measure(s): Data were analyzed through SurveyMonkey, and the statistical software R. Frequency counts and percentages were determined. A Fisher exact test was run to determine if there was a relationship between the athletic training student's current knowledge and whether the athletic training student had received harassment training. Results: The study found that more than 50% of male and female athletic training students had not received sexual harassment training, whereas 75% of all respondents stated that they knew what resources were available to report issues of sexual harrassment. The odds of a person not knowing what resources were available to report harassment and not having training were 6 times the odds of those who had training and did not know what resources were available. Conclusions: Our study emphasizes the need for sexual harassment training in athletic training programs. Athletic training students need to know what sexual harassment is and who to report it to. Additionally, they should not feel threatened by reporting any instances of harassment.

Context: Accrediting bodies and universities increasingly require evidence of student learning within courses and programs. Within athletic training, programmatic assessment has been a source of angst for program directors. While there are many ways to assess educational programs, this article introduces 1 systematic approach. Objective: This article describes the steps necessary to create an assessment plan that meets the needs of the accrediting body, the program, and the athletic training students. Background: Assessment helps determine if the program's goals and objectives are meeting the athletic training students' needs. Program review cannot be accomplished in a manner that is helpful unless the assessment plan is systematic, planned, and ongoing. Recommendation(s): Effective and systematic assessment plans provide a framework for program evaluation, modification, and improvement. Conclusion(s): Assessment should be an ongoing process which creates opportunities for active learning. Clinical education needs to be included in the overall programmatic assessment, as those courses provide application of didactic learning.

Secondary schools across the United States that sponsor extracurricular athletic programs are challenged to comply with recent laws that require concussion education and appropriate concussion management. This study examined one rural state's efforts by illustrating both the successes and challenges that secondary schools faced. The findings indicated that overall educational awareness has also led to an increase in the number of diagnosed concussions. While concussion education of coaches was occurring, formal education for other constituencies, especially parents and student-athletes, was not occurring as mandated by law. School leaders were aware of appropriate concussion management guidelines, but the absence of qualified medical professionals and financial resources, most notably in small rural communities, hindered compliance efforts.

The Commission on Accreditation of Athletic Training Education 2020 Standards for Professional Programs highlight the need to further incorporate interprofessional education components into the curricula for athletic training programs. Interprofessional education can be a challenging component to integrate into the curriculum on an ongoing and routine basis, especially when access, quantity, and quality of interprofessional education resources are limited at individual universities. To promote professional socialization between athletic training students of different universities while also promoting teamwork and collaboration values and skills through the use of shared interprofessional resources. This educational technique was developed as a means to address the lack of access to interprofessional resources faced by 3 professional athletic training programs in order to help meet compliance with 2020 Commission on Accreditation of Athletic Training Education standards 8, 57, and 79. Athletic training students from 3 professional athletic training programs were paired with one athletic training student from another institution to research a nonorthopaedic, general medical condition. They were assigned a 3-part project: (1) review the existing literature for peer-reviewed articles on their assigned pathology, (2) interview a non–athletic trainer health care provider who has worked with the pathology, and (3) create an education infographic of the information to use as an educational tool for patients. The project helped to promote collaborative and team-based skills critical to interprofessional and intraprofessional success as a health care provider. Students learned with, from, and about how non–athletic trainer health care professionals manage their assigned nonorthopaedic, general medical pathologies in clinical practice. This collaborative project allowed athletic training students to develop intraprofessional and interprofessional skills by working with both athletic training students and non–athletic training health care professionals. Informative feedback on how the students perceived their interactions was received at the conclusion of the assignments. [ABSTRACT FROM AUTHOR]

Sexual harassment at institutions of higher learning is not new. Within the athletic jurisdiction, recent events have demonstrated unfavorable results in athletic departments (Bryant, 1993; Volkwein-Caplan & Sankaran, 2000; ESPN College Sports, 2012; Grasgreen, 2012; Maehrer & Cranney, 2014). This study investigates sexual harassment perceptions by athletes, and explores the extent to which the institution provides policies and training to the athlete regarding sexual harassment. A survey sent via Survey Monkey to athletes at a northwest Division I university indicated that many athletes were not aware of what constitutes sexual harassment. Although the athletic department indicated all of the athletes had received training at some point during their athletic careers, their responses indicated otherwise. [ABSTRACT FROM AUTHOR]

Cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) qualifications for coaches within club sport systems appear largely unregulated. This is a concern because CPR/AED qualifications should be a safety consideration. This study attempted to identify the prevalence of CPR and AED certification for club sport coaches in five states, as well as assess the availability of AEDs at practices and games. Not all coaches surveyed identified having CPR (n=84, 72.6%) and/or AED (n=83, 75%) training. A majority of coaches reported having an AED at practice (n=43, 54.4%). For games, there were fewer coaches identifying the availability of an AED (n=36, 43.4%). While the majority of coaches report having CPR/AED certification several coaches did not select having both CPR and AED certification although AED is a part of all CPR training courses. There was no consistency as to the availability of an AED at practices or games. Through investigating this topic, it was learned that there is no overarching governing body in club sports and therefore, few agreed upon regulations. [ABSTRACT FROM AUTHOR]